Teacher, Special Education (ECSE) (9976)

Young World Physical Education; Cedar Creek (NE); On-site; USD 57,750 - 72,424; Full time

Job summary

Young World Physical Education in Cedar Creek, Nebraska is seeking a dedicated Teacher for Special Education (ECSE). This full-time position involves providing personalized learning activities to special education students and developing Individualized Education Programs (IEPs). Candidates must have a Bachelor's degree and a valid teaching certificate with special education endorsements. The role requires collaboration with parents and staff, creating a supportive classroom environment. Salary ranges between $57,750 and $72,424 annually.

Qualifications

• Bachelor's degree required; valid teaching certificate with special education endorsements.
• Minimum one year of student teaching or approved internship experience.
• Knowledge of ARD Committee process and IEP implementation.

Responsibilities

• Provide learning activities for special education students.
• Collaborate with staff to develop IEPs.
• Create a conducive classroom environment.

Skills

Knowledge of special needs of students

Knowledge of IEP goal setting

General knowledge of curriculum and instruction

Effective communication skills

Education

Bachelor’s degree from an accredited university

Valid Texas teaching certificate with required special education endorsements

Tools

Personal computer and peripherals

Instructional equipment

Job description

Teacher, Special Education (ECSE) (9976)

Bastrop Independent School District Cedar Creek Elementary School – Cedar Creek, Texas

Job Details

• Job ID: 5687718
• Application Deadline: Posted until filled
• Posted: Yesterday
• Starting Date: To Be Determined
• Position Type: Full‑Time
• Salary: $57,750 to $72,424 Per Year

BASIC FUNCTION & RESPONSIBILITY

Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to student ability levels. Work in self‑contained, team, departmental, or itinerant capacity as assigned.

QUALIFICATIONS

Education/Certification:

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate with required special education endorsements for assignments

Special Knowledge/Skills/Abilities:

• Knowledge of special needs of students in assigned area
• Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation
• General knowledge of curriculum and instruction

Experience:

• At least one year student teaching or approved internship

CHARACTERISTIC DUTIES & RESPONSIBILITIES

The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.

Instructional Strategies

• Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of the learning styles and needs of students assigned.
• Work cooperatively with classroom teachers to modify regular curricula as needed and assist special education students in regular classes with assignments.
• Participate in ARD Committee meetings on a regular basis.
• Conduct assessment of student learning styles and use results to plan for instructional activities.
• Present subject matter according to guidelines established by IEP.
• Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
• Plan and supervise assignments for teacher aide(s) and volunteer(s).
• Use technology in teaching/learning process.

Student Growth and Development

• Conduct ongoing assessments of student achievement through formal and informal testing.
• Provide or supervise personal care, medical care, and feeding of students as stated in IEP.
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by campus principal.
• Be a positive role model for students; support mission of school district.

Classroom Management and Organization

• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Manage student behavior and administer discipline, including intervening in crisis situations and physically restraining students as necessary according to IEP.
• Consult with classroom teachers regarding management of student behavior according to IEP.
• Consult district and outside resource people regarding education, social, medical, and personal needs of students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assist in selection of books, equipment, and other instructional materials.

Communication

• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.
• Use effective communication skills to present information accurately and clearly.
• Participate in staff development activities to improve job‑related skills.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.

SUPERVISION EXERCISED

Supervise assigned teacher aide(s).

MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS

• Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking
• Lifting: May require heavy lifting (45 pounds or more) and positioning of students with physical disabilities, controlling behavior through physical restraint (SAMA), assist non‑ambulatory students, and lift and move adaptive and other classroom equipment
• Environment: Exposure to biological hazards; frequent districtwide travel; work with frequent interruptions; work inside, may work outside; regular exposure to noise
• Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours